DOI
https://doi.org/10.25772/FZNP-CY32
Defense Date
2023
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Lisa Abrams, Ph.D.
Abstract
This study examined the frequency of principals’ curriculum supervision and evaluation practices across comparable school clusters. It was hypothesized that principals of the schools at the top of each cluster, sorted by student achievement, are more frequently involved in practices pertaining to the evaluation and supervision of written, taught, and tested curricula. Schools were grouped based on their enrollment and demographics using a cluster analysis approach, sorted from greatest to least by their composite student achievement score, then classified as a top or bottom-performing school within their cluster. This study identified differences in the frequency of the principal's curriculum leadership practices of schools in the top half and top tertile of each cluster compared to the schools in the bottom half and bottom tertile of each cluster. Further, this study determined the extent to which these practices changed prior to and after the initial outbreak of the pandemic. Several statistical differences were discovered, indicating principals were more engaged in curriculum practices within schools in the bottom half and bottom tertile of each cluster. Findings also suggested a statistically significant increase in the frequency of many curriculum leadership practices from the 2018-2019 school year to the 2021-2022 school year.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
3-10-2023